to infer that bilingual school psycholo- gists are school psychologists that just Best Practice Guidelines for II. Depth, Breadth, and Focus of the Internship so happen to also be bilingual. Together, all of the participants of the Bilingual School Psychology Internships 2.1 The internship for specialist level interns includes at least 1,200 hours, School Psychology Interest Group meet- BY JOSEPH S. PRUS and the internship for doctoral interns ing proposed some pertinent factors includes at least 1,500 hours completed T that are critical in deﬁning this specialty he NASP Delegate Assembly voted the guidelines will encourage quality on a full-time basis over 1 academic year and that will serve as the foundation for unanimously to endorse a new experiences, supervision, and support or on a half-time basis over 2 years.* a working deﬁnition of bilingual school set of best practice guidelines for during what is universally recognized as 2.2 At least 600 hours of the in- psychology/psychologist. A bilingual school psychology internships at its a critical period in professional develop- ternship occur in a “school setting” as school psychologist must be: meeting in Boston on February 28, 2009. ment. NASP will be exploring ways to deﬁned in NASP standards.* Nonschool The guidelines, which were developed as make the guidelines relevant and helpful settings that serve children, youth, ■ Fluent in at least two languages, one part of the NASP standards revision pro- to school psychology graduate programs and families may serve as appropriate of which must be English cess, are intended to: and ﬁeld sites. internship sites as long as the intern has ■ Culturally competent in all the do- The guidelines address four general already completed or has the opportu- mains of practice ■ Promote quality preparation of aspects of internships, including: prin- nity to complete at least 600 hours of su- ■ Trained on theories of second lan- school psychologists and service ciples, conceptualization, and manage- pervised experience in a school setting, guage acquisition provision to children, youth, and ment of the internship; depth, breadth, 2.3 The internship site provides ■ Trained on the process of families and focus of the internship; supervision, opportunities for a range of school acculturation ■ Foster the internship as an educa- mentoring, and collaboration; and intern psychological services consistent with ■ Trained on how the process of sec- tional experience involving collabo- evaluation, feedback, and support. The NASP Domains of School Psychology ond language acquisition and accul- ration between university training speciﬁc guidelines are as follows. Note Training and Practice,* including varying turation aﬀect the learning process programs and internship sites that an asterisk (*) signiﬁes the exis- types of assessment linked to interven- Be sure to visit the Bilingual School ■ Encourage greater consistency in tence of a corresponding NASP training tion for academic, behavioral, and social/ Psychology Interest Group Community opportunities and support across in- standard. The 2000 NASP Standards for emotional issues; consultation; behavior at www.nasponline.org/communities/ ternship sites Training and Field Placement Programs analysis and intervention; counseling; default.aspx?g=topics&f=41 to read a in School Psychology served as the initial prevention at varying levels; research summary of the evaluation feedback The guidelines were developed base. Modiﬁcations in the guidelines and program evaluation; and other ac- from the convention meeting and over several years, beginning with an will be made if/when the corresponding tivities consistent with NASP standards to discuss relevant practice issues examination of existing NASP train- standard is revised. and deemed appropriate by the ﬁeld with colleagues. The Bilingual School ing standards (NASP, 2000) and the site and university program. In order to Psychology Interest Group invites you school psychology internship guide- I. Principles, Conceptualization, and ensure breadth of training, activities in to read more about the interest group, lines of some national organizations Management of the Internship no single major function predominates and to sign up for the Listserv at http:// and states. Drafts were then developed 1.1 The internship is conceptualized the intern’s time. www.nasponline.org/about_nasp/ig_ with input from various NASP con- as a culminating training experience* in 2.4 Most of the intern’s time is spent bilingual.aspx. stituencies, including NASP volunteer which the primary focus is on providing providing direct and indirect psychologi- Reference leaders, executive officers and staff, breadth and quality of training to the cal services to children, youth, and/or Sotelo-Dynega, M., Geddes, L., Luhrs, A., & student leaders, and members of the intern.
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